caa a22 4500 606239294 CHVBK 20210128101302.0 cr unu---uuuuu 210128e20150901xx s 000 0 eng 10.1007/s11218-015-9299-5 doi (NATIONALLICENCE)springer-10.1007/s11218-015-9299-5 Value of college education mediating the predictive effects of causal attributions on academic success [Elektronische Daten] [Ying Dong, Robert Stupnisky, Masela Obade, Tammy Gerszewski, Joelle Ruthig] Causal attributions (explanations for outcomes) have been found to predict college students' academic success; however, not all students attributing success or failure to adaptive (i.e., controllable) causes perform well in university. Eccles et al.'s (Achievement and achievement motives. W.H. Freeman, San Francisco, pp 75-145, 1983) expectancy-value theory posits that subjective task value likely mediates the relationship between causal attributions and academic success. The current study tested value as a mediator of the relationship between causal dimensions and academic success measured by perceived academic success and academic emotions. Participants were 389 college students from a Midwestern university. Results suggested that students who attributed their failure to internal, personally controllable causes perceived themselves as more successful if they also valued college education as enjoyable, useful, and/or rated its cost value as low. Findings also revealed that value of college education mediated the predictive effects of causal dimensions on several academic emotions, including pride, anger, shame, and guilt. Theoretical developments of attribution theory as well as practical implications for improving college students' academic motivation, success, and positive emotions are discussed. Springer Science+Business Media Dordrecht, 2015 Causal attributions nationallicence Subjective task value nationallicence Perceived academic success nationallicence Academic emotions nationallicence College students nationallicence Dong Ying Department of Teaching and Learning, University of North Dakota, Education Building, 231 Centennial Drive Stop 7189, 58203, Grand Forks, ND, USA aut Stupnisky Robert Department of Educational Foundations and Research, University of North Dakota, Education Building, 231 Centennial Drive Stop 7189, 58203, Grand Forks, ND, USA aut Obade Masela Department of Teaching and Learning, University of North Dakota, Education Building, 231 Centennial Drive Stop 7189, 58203, Grand Forks, ND, USA aut Gerszewski Tammy Department of Teaching and Learning, University of North Dakota, 293 Centennial Drive Stop 8097, 58202-8097, Grand Forks, ND, USA aut Ruthig Joelle Department of Psychology, University of North Dakota, 319 Harvard Stop 8380, 58202, Grand Forks, ND, USA aut Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 531-546 1381-2890 18:3<531 2015 18 11218 https://doi.org/10.1007/s11218-015-9299-5 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9299-5 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Dong Ying Department of Teaching and Learning, University of North Dakota, Education Building, 231 Centennial Drive Stop 7189, 58203, Grand Forks, ND, USA aut NATIONALLICENCE 700 1- Stupnisky Robert Department of Educational Foundations and Research, University of North Dakota, Education Building, 231 Centennial Drive Stop 7189, 58203, Grand Forks, ND, USA aut NATIONALLICENCE 700 1- Obade Masela Department of Teaching and Learning, University of North Dakota, Education Building, 231 Centennial Drive Stop 7189, 58203, Grand Forks, ND, USA aut NATIONALLICENCE 700 1- Gerszewski Tammy Department of Teaching and Learning, University of North Dakota, 293 Centennial Drive Stop 8097, 58202-8097, Grand Forks, ND, USA aut NATIONALLICENCE 700 1- Ruthig Joelle Department of Psychology, University of North Dakota, 319 Harvard Stop 8380, 58202, Grand Forks, ND, USA aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 531-546 1381-2890 18:3<531 2015 18 11218